ABSTRACT

This study aims to examine the motivational profiles of Malay students in Singapore-based self-regulated learning framework (Pintrich & De Groot, 1990) and self-determination theory (SDT; Deci & Ryan, 1985). The sample consisted of 740 secondary school students from 24 tuition centres for Malay students only. The students were from three academic streams in Singapore (Express, Normal-academic, and Normal-technical). Using cluster analysis, five different clusters of students were found based on their unique characteristics on self-regulation and learning strategies scores. The clusters were named from best to poor in numeric order. Cluster 1 is characterized by high scores on intrinsic value, self-efficacy, self-regulation, and lower scores on lack of learning strategies and anxiety compared to other clusters. On the other hand, cluster 5 has the lowest intrinsic values, self-efficacy, and self-regulation relative to their scores on other clustering variables. In addition, the more adaptive profiles were also found to score higher in enjoyment and effort, and lower in boredom, compared to other clusters. The findings suggest that intra-individual differences in self-regulated learning behaviour are associated with the expected differences in the type of motivation possessed, and learning outcome measures.

摘要

这项研究的目的是在基于新加坡的自律学习框架（Pintrich＆De Groot，1990）和自决理论（SDT； Deci＆Ryan，1985）中研究马来学生的动机。样本包括来自24个学费中心的740名中学生，仅适用于马来学生。这些学生来自新加坡的三个学术流派（速成，师范学院和师范学院）。通过聚类分析，根据学生的自我调节和学习策略得分的独特特征，发现了五个不同的学生聚类。群集按数字顺序从最佳到较差命名。与其他类别相比，类别1的内在价值，自我效能，自我调节得分高，而缺乏学习策略和焦虑的得分较低。另一方面，相对于其他聚类变量的得分，聚类5具有最低的内在价值，自我效能和自我调节能力。此外，与其他聚类相比，适应性更强的人在娱乐和努力上得分更高，在无聊中得分更低。研究结果表明，自我调节学习行为的个体内部差异与所拥有的动机类型和学习成果测度的预期差异相关。